Nexus Fair Resource Exchange

The National Center provides extensive resources and services to accelerate interprofessional practice and education at organizations like yours. Visit this Resource Exchange to learn more about the freely available resources, such as the Resource Center, the Measurement and Assessment Instrument Collection, and other services to support your teams interprofessional development and ability to generate knowledge to improve interprofessional education and collaborative practice.

As the professional community of the National Center for Interprofessional Practice and Education, AIHC contributes to better health and improved outcomes by redesigning how the health care workforce is prepared and how care is organized and delivered.  AIHC members work locally, nationally and internationally to influence policy, develop and share best practices and resources, conduct research, mentor and support colleagues and remove barriers to effective action. 

As a community of professionals committed to interprofessional practice and education, AIHC inspires colleagues and creates opportunities to come together, learn and grow.

• Connect — Build relationships with others who share your passion for interprofessional practice and education and understand the field and its challenges.

• Gain new knowledge — Learn more about interprofessional best practices and new models at conferences, through webinars and during networking events.

• Share expertise — Take advantage of opportunities to share what you know and what you have learned. Contribute to the growing body of knowledge about the field.

• Grow — Get involved in AIHC mentoring and leadership development programs to enhance your career and advance the field.

• Drive change — Engage actively in this dynamic, professional community to accelerate implementation of interprofessional strategies in both educational and clinical settings.

Complex care is a growing field that seeks to improve health and well-being for individuals with complex health and social needs — those who have multiple chronic physical and behavioral health conditions and functional limitations combined with social barriers, such as homelessness and unstable housing, food insecurity, lack of transportation, and more, that are exacerbated by systemic problems such as racism and poverty. Complex care is necessarily cross-sector and delivered through interprofessional, non-traditional, and inclusive teams; the varied and complex needs of individuals require the knowledge and expertise of a variety of professions with different skill sets. Complex care also aligns with existing education and trends in healthcare education: patient- and community-centered practice, social determinants of health (SDOH), and health equity.

With support from The SCAN Foundation and the Robert Wood Johnson Foundation, the National Center created a toolkit to support complex care educators and trainers to develop complex care curriculum and training programs. The toolkit, developed in partnership with the Student Hotspotting Hubs (leaders in interprofessional education), Hill Country FQHC, and the Camden Coalition training team, includes curated resources and educational best practices that health professions schools and complex care teams can use to prepare their frontline workforce to provide cross-sector, person-centered, culturally responsive care to diverse populations with complex needs. Anchored in the core competencies for frontline complex care providers, the toolkit contains the building blocks for complex care training and education initiatives. This presentation will expand on guidance provided in the toolkit and discuss the future of competency-based interdisciplinary complex care education and training. This is the first toolkit to provide actionable guidance and high-quality resources for complex care educators and trainers. This presentation will provide participants with new content through which they can teach the principles and practices of interprofessional education and health equity.

Preview ASHA's robust collection of resources to support and enhance collaboration with interprofessional team members. ASHA has recently expanded and revised its IPE/IPP webpages to provide professionals across specialties with comprehensive and user-friendly resources. These tools and resources will help team members and students know more about IPE/IPP and incorporate it effectively and successfully into their education and practice. Visit us during the Resource Exchange to learn more and see examples of the many available tools, such as videos, case studies, rubrics, evidence map, and more. You can also visit us online at on.asha.org/interprofessional.

The iPEX project offers faculty development in interprofessional education and the development of curricula geared towards palliative care education. Funded by the National Cancer Institute, the one year multi-modal one year program includes a skills training program, institutional analysis to identify obstacles and challenges, sharing of an established, evidence-based, tested curriculum, and expert implementation guidance. Trainees complete a series of webinars and online interactive modules in preparation for a two and a half day, face-to-face skills training and program planning workshop. The workshop includes exchange of ideas from other institutions and experienced educators. Each faculty team involved in the training consists of representatives from at least three different professions. The team has designated time and an experienced liaison to enable the development of a program designed for their institution. The program has proven valuable and is unique in its emphasis on faculty development.

The Rhode Island Collaborative for Interprofessional Education and Practice targets preceptors from community-based organizations (CBOs) that work more deeply within the community, such as federally qualified health centers, free clinics, community behavioral healthcare providers, community action programs, and community-based nonprofits for which the provision of healthcare is integral to their work with clients through its Interprofessional Community Preceptor Institute (ICPI). The ICPI was established to develop leaders in interprofessional community-based clinical engagement and practice who have the knowledge, skills and attitudes to teach both learners and fellow colleagues in the art and science of working collaboratively for person/family- centered care. It is a seven session training series with required readings and videos assigned prior to each session. In addition, preceptors from each agency develop an IPEP project designed to promote and build a culture of IPEP within their organization.

Key Purpose:

1. To understand the unique IPEP benefits for students in community-based settings;
2. To understand the challenges to establishing effective IPEP in community-based settings;
3. To understand the importance of assessing organizational culture in order to build value for IPEP within community-based organizations; and,
4. To understand how to train and support preceptors to become advocates for IPEP within their organization.

Value to Participants: Community-based precepted IPEP experiences for students in health- related careers require access to preceptors with a critical skill set and a plan for student integration into the organization. Both of these need to be focused on the core principles of the IPEC competencies as well as an understanding of the challenges and barriers to IPEP implementation in community-based agencies. When done successfully, and with support for IPEP and preceptors from the CBOs, students have the opportunity for a broader IPEP experience than can be obtained in hospitals and hospital-based clinic settings alone, especially with regard to SDOH and population health issues.

Yet, in order for IPEP to be successful and sustainable in community-based settings, a culture of value for IPEP must be developed through targeted education, training, and consultation.

RI Department of Labor & Training Real Jobs Grant # IG-09, 230024.67

Recognition of the importance of interprofessional learning and collaborative practice has led to increasing demand for interprofessional education (IPE). Many different teaching formats have been adopted to meet the diverse needs of learners at all levels across many different disciplines, and online catalogs of available IPE materials are becoming easily accessible and heavily populated. This diversity warrants the provision of tools to guide development and evaluation of IPE resources and activities. Although many instruments have been designed to measure change in learner attitudes, knowledge, and behavior, few validated instruments are available to evaluate the design of the teaching activities themselves. The authors have created such a tool and are currently conducting a validation study.

Researchers from three academic medical centers collaborated to develop an informative checklist for interprofessional learning activities using a modified Delphi approach. National leaders in the fields of interprofessional education and collaborative practice were asked to provide input throughout the process as the checklist was developed and refined. The resulting IPE checklist can serve as a guide for health professions educators as they create and evaluate interprofessional learning activities. The IPE checklist can be applied across varied delivery formats and learner populations to compare the overall strength of different activities, and may prove valuable in selecting activities most essential to include in a specific curriculum.

Interprofessional practice and education (IPE) prepares future health practitioners to successfully participate in collaborative, patient-centered care. However, successful implementation of IPE within higher education remains elusive to many institutions. As one strategy to address this, leadership from academic health sciences centers in the state of Texas formed the Texas Interprofessional Education (IPE) Task Force in 2015. Renamed the Texas Interprofessional Education (IPE) Consortium in 2018 (https://app4.ttuhsc.edu/TexasIPEConsortium/), the prime initiative of the consortium is to share innovations, lessons-learned, curriculum development, research efforts, guidelines, assessment tools, learning objectives, training materials, and other resources to combat the many barriers to IPE integration into health professions education across the state of Texas. By organizing and aligning curricula across the state, training faculty and preceptors, fostering inter-institutional collaboration, as well as developing and advocating for policies to support and nurture true collaboration among health practitioners at all levels, the Texas IPE Consortium is having a powerful and lasting impact on the education of current and future healthcare professionals and ultimately the health of Texans. In addition to organizing IPE initiatives across the state, on June 14, 2021, the Texas IPE Consortium hosted IPE CONNECT: A Summit of Regional and Statewide IPE Organizations. This virtual event provided participants with the opportunity to connect with regional and statewide IPE organizations across the country to share ideas and best practices around inter-institutional collaboration. During the 2021 Nexus Summit: Nexus Fair Resource Exchange, the history, development, purpose, statewide IPE initiatives, and outcomes of the Texas IPE Consortium will be shared.

The Train-the-Trainer Interprofessional Team Development Program (T3-ITDP) is a national 3.5- day training program for teams of clinician educators, faculty, and staff who desire to learn how to develop, implement, and assess effective interprofessional education (IPE) and interprofessional collaborative practice (IPCP) activities. The content is delivered using evidence-based education design principles and learning theories, interactive and experiential learning, theory bursts, coaching, practice and application opportunities, and longitudinal collaborative practice projects which are implemented at home institutions. The overarching goal is to develop teams of educators to be experts in delivering high quality IPE and IPCP activities across the continuum of learning and who are capable of training other educators to achieve this same level of expertise.

Key deliverables, purpose, or outcomes:

• Discussion of best practices in designing IPE faculty development programs which prepare educators to lead learners in developing the competences, knowledge, and skills to work collaboratively and provide optimal patient care.
• Discussion of successful models of faculty development programs to include project-based learning underpinned by adult learning theories.
• Discussion of evidence-based pedagogy, to include experiential and peer learning, feedback and reflection, coaching, practice and application, and communities of practice.

Describe the unique value of your Resource Exchange for participants:

• T3-ITDP is an evidenced-based training program for teams of IPE clinical educators who desire to learn how to design and implement effective IPE and IPCP projects at their respective institutions. This program is led by health care leaders who have an expertise in and are passionate about collaborative, team-based health care, professional development, and assessment and evaluation. A discussion of this program should be of high value for Resource Exchange participants.

Resource Overview: Interprofessional education (IPE) and collaborative practice (IPCP) are the keys to improving health, safety, satisfaction, and cost in the modern healthcare system. The new book -- Interprofessional Education Toolkit: Practical Strategies for Program Design, Implementation, and Assessment provides healthcare educators, administrators, and clinicians with an evidence-based manual for leading change. The authors provide practical tools to unlock meaningful collaboration to educate the current and next generations of health professionals.

Following a step-by-step approach with supporting resources and examples, this guide offers a structured method for successful interprofessional program design, implementation, and assessment. Participants will explore IPE through the context of accreditation standards, administrative leadership, stakeholder buy-in, faculty and professional development, scholarship, teaching and learning, and curriculum development.

Purpose:

• Introduce active learning strategies including team-based learning, case-based learning, simulation, and dilemma discussions.
• Discuss best practices for virtual and online IPE that help educators overcome major IPE barriers, especially accessibility, scalability, and cost.
• Explore step-by-step checklists, tables and figures on how to build IPE using didactic, simulation, online, and experiential learning andragogies.
• Explore techniques to identify and reduce interdisciplinary biases, stereotypes, and prejudices, all barriers to dual professional identity and successful teaming.

Resource Exchange: The CA-IPERA IPE Reflection Worksheet will be shared with participants.

According to the CDC, ~81,000 drug overdose deaths occurred in the US in 2020, the highest number of deaths recorded in a 12-month period. Moreover, stigmatizing views of people with substance use disorder (SUD) have become commonplace, leading to discrimination, marginalization, and a reduced willingness of individuals to seek treatment. As healthcare professionals are typically the first points of contact for a person with a SUD, appropriate training and harm reduction awareness strategies are needed to reduce the potential for stigma and negative bias among healthcare teams that can negatively influence the type, frequency, and quality of care provided.

In July 2021, the Office of Interprofessional Education at TTUHSC piloted an interprofessional simulation with standardized patients, offering students an opportunity to work collaboratively in practicing destigmatizing language and interview techniques with SUD patients. The simulation engaged teams of learners in problem-solving techniques while practicing a 3-step interviewing technique developed by the Addiction Medicine Program at Yale University. Unique SUDS cases provided interprofessional teams an opportunity to work collaboratively in creating a holistic plan of care for the patient.

The event featured three keynote speakers who inspired learners to reflect on the impact of SUD’s on individuals, patients, families, and communities. The keynotes addressed harm reduction strategies, offered interview techniques, and shared personal stories and experiences. Additionally, a collaborative partnership with the J.T. & Margaret Talkington College of Visual and Performing Arts at Texas Tech University allowed for highly trained theater students to serve as SPs, offering a unique delivery mechanism for portrayal of diverse patient backgrounds and needs.

A total of 454 students, faculty, volunteers, and SP’s participated in the event. The Modified McMaster-Ottawa Scale was used to assess interprofessional team behaviors to include communication, collaboration, team functioning, roles/responsibilities, a collaborative patient- family-centered approach to care, values/ethics, and conflict management. 360-degree data was collected with outcomes from a team perspective, faculty facilitator perspective, and SP perspective.

The event was a valuable experience for all participants as it brought a deeper appreciation and reflection on the need for destigmatizing language and treatment for patients with SUDs to combat the ongoing SUD epidemic.

InterprofessionalResearch.Global (IPR.Global), as the Global Network for Interprofessional Education and Collaborative Practice (IPECP) Research, provides global leadership in IPECP research by engaging world-renowned and emerging scholars, educators, leaders, service providers, decision-makers, administrators, service-users, and health and social care students in research collaborations. IPR.Global is committed to facilitating the generation of high-quality, relevant, and contextualized IPECP research that can be understood, used, and implemented by a wide range of stakeholders.

Our Mission includes “leading global network of scholars that fosters and supports evidence- informed knowledge and policy creation and mobilization in interprofessional education and collaborative practice (IPECP) through research and partnerships to improve care, learning, health, value and wellness for systems and society.” IPR.Global, through the IPECP regional networks, serves as a central hub and mobilizer to build connections, leverage capacity, and amplify voices to achieve greater collective impact in local, national, and international communities across the globe. We identify evidence-informed emerging trends and priorities, share best practices, and provide guidance for the benefit of our stakeholders and the communities they serve.

The NEXUS Fair provides the IPR.Global with a great opportunity to interact, engage, and talk with those interested in IPECP research and policy specifically at the global stage. Here is a list of recent IPR.Global initiatives that we can share with audience:

• IPR.Global website
  https://interprofessionalresearch.global
• IPR.Global 2021-2024 Strategic Directions
• Building Resilience in Health Care in the time of COVID-19 through Collaboration: A Call to Action (February, 2021): https://interprofessionalresearch.global/resilience-call-to-action/
• Guidance on Global IPECP Research: Discussion Paper (October 2019):
  https://interprofessionalresearch.global/global-ipecp-guidance/
• Recent Publications – 5 Journal Articles and 3 Book Chapters:
  https://interprofessionalresearch.global/recent-publications/
• Global IPE Situational Analysis Survey:
  https://bit.ly/GlobalIPESituationalAnalysisSurvey
• COVID-19 Longitudinal Impact Survey:
  https://interprofessionalresearch.global/covid19- survey/
• IPR.Global Best Research Awards:
  https://interprofessionalresearch.global/2020bestresearchawards/
• IPR.Global Blog and Scholar Spotlight:
  https://interprofessionalresearch.global/blog/
• IPR.Global Newsletters- Quarterly Newsletters – InterprofessionalResearch.Global

The expansion of our digital audience and brand has been critical in matching the Center’s growth in recent years. CAIPER has expanded its network and connections to national and international IPE centers, professional, academic and research organizations while seeing daily growth on each of its four social media platforms. We will share interprofessional practices for presence on social media and what we do to grow our target audiences.

Goals are:

1. demonstrate what makes CAIPER’s social media presence unique and interprofessional and how other organizations can achieve the same presence; and
2. illustrate practical and useful strategies on how to create, elevate and expand interprofessional social media connections

Resources Provided (4):

• PDF of Professional Poster "Practices for Presence: Building and Branding an Interprofessional Social Media Presence"
• PPT Slides of the Top 3 Things for an Interprofessional Social Media Presence (screen shots, easy to follow tips and steps)
• Screen share of our social media platforms to answer questions in "live" time
• Follow up email with additional resources or answers to questions from discussions during the Resource Exchange session

We will present on the Age-Friendly Care and Education Collection. This curated collection highlights educational and clinical resources for educators, health professionals, learners, and others interested in improving care for older adults. This fully searchable collection includes full citations and links to resources deemed of high quality by experts in aging care, education, and research.

We will demonstrate how to search the collection for resources focused on INTERPROFESSIONALISM, such as journal articles, curriculum, webinars, and case studies. All of these resources are focused on older adults or geriatric care.

The Age-Friendly Care and Education Collection is hosted by the Minnesota Northstar Geriatrics Workforce Enhancement Program (GWEP) at the University of Minnesota. It was co-created by the National Center for Interprofessional Practice and Education.

The Age-Friendly Care and Education Collection is part of Minnesota Northstar GWEP, supported by the Health Resources and Services Administration (HRSA) Geriatrics Workforce Enhancement Program, the University of Minnesota Office of Academic Clinical Affairs, and the Otto Bremer Trust.

Direct observation (DO) is a powerful technique for both formative and summative assessment of team skills performance, significantly extending self-report methods which typically capture student perspectives on their interprofessional (IP) learning experiences. We developed an instrument, the Direct Observation of Team Interactions (DOTI) which serves both as a framework for teaching team skills to all stakeholders in an interprofessional education program (faculty, facilitators, coaches, students, observers) and as an assessment instrument. DOTI is comprised of 15 team skills, organized into four domains drawn from IPEC competencies, TeamSTEPPS, work done by Salas and colleagues. and information available at that time at the NEXUS. We developed DOTI because many of the DO tools available were site/topic specific often targeting practicing professionals and were not sufficiently detailed for teams of early learners, i.e. students in their first year of health professional training. Skills were selected that could be observed and characterized as a team skill, beyond an individual performance. Each DOTI skill includes anchor definitions describing a poor performance and a high performance of the skill by the team using a 5-point rating scale. In our program, called ILEAP (Interprofessional Learning, Experience and Practice), DOTI has been used across the curriculum for training faculty, facilitators, coaches; engaging students in reflective learning through team self-assessment and discussion; and in assessing IP student team performance by coaches and external faculty observers. DOTI has proven valuable in different learning environments with good reliability among raters, face validity, and emerging evidence of criterion-related validity through comparison with the Team Development Measure.

Deliverables: We will describe the DOTI instrument and how it is used in our curriculum and how it can be applied to other didactic and clinical learning environments.

Unique contribution: DOTI’s purpose was to operationalize commonly identified team skills for the early health professional student to enhance the development of those skills and assess the performance of those skills through direct observation of the team. DOTI provides a common language of team skills for all IP program participants.

Supported in part by the Josiah Macy Jr. Foundation Grant B11-6.